Group Project
Team Blue
Jane Herman
Maria Mallon
Amy Murphy
Temika Nimmons
Grand Canyon University
RDG 585 - Children and Young Adult Literature
April 14, 2010







Abstract
This Collaborative Learning Research Paper includes a variety of surveys about reading motivations and habits that have been administered to target student populations. These surveys have been administered to elementary school, middle school, and high school students. Each survey contains the specific information and a specific summary for that table. These summary results include but are not limited to reading habits of students, their attitudes towards reading, why they read, reading likes and dislikes, and family attitudes toward reading.

Reading Surveys and Summaries Report
Research shows that reading attitudes deteriorate and voluntary reading drops as students progress through school (NCES, 1997), with negative attitudes about reading "especially prevalent during the middle school and high school years" (Worthy, 1998). This paper shows a variety of research and viewpoints about why childhood reading attitudes and motivation linger through young adulthood. Surveys include elementary, middle and high school student reading habits, likes and dislikes, the reasons they read (or don’t read), and the family attitude toward reading. There is summary at the end of each table reflecting on the survey results and a concluding summary that references specific similarities and differences.
The following results are from a survey given by a fourth grade teacher which involved a fourth grade classroom consisting of 22 students, 13 females and 9 males. It took place in a “suburban middle class elementary school in the northeastern United States” (Pachtman & Wilson, 2006). The teacher had been teaching ten years and based the survey on the student’s proximity to books, routines, procedures, reading strategies, preference, and student record keeping (Pachtman & Wilson, 2006). For the first portion of the program, proximity of books, the teacher gathered books from every source available; garage sales, donations, parents, and book clubs. As a result their classroom library held over 2,000 books.
The routines and procedures portion of the program allowed the students fifteen-twenty minutes per day for sustained silent reading, and they had to read thirty minutes each night at home five days a week. Students wrote down the name of the book and how many pages they read each day. During that year, students read over 2000 books with an average of 91 books per student. For the reading strategy portion of the program, students took part in mini lesson discussions which included talking about text difficulty, genre, predicting and making inferences. Students were also involved in book talks in order to get votes for their favorite books.
For in class instruction, students were placed in reading groups based on their reading levels. During these reading groups, they discussed vocabulary, skill practice, and guided reading activities. The class also read three novels and the teacher read aloud daily. They then wrote in their reading response journals. The survey contained nineteen open ended questions and allowed students to give their opinions about which practices contributed most to their reading, and was given to them during their fifth grade year.
Survey:

Reading Habits of Students:
Students read 15-20 minutes in class, listened to read alouds and read 30 minutes each night at home.

Attitude towards reading
Students came into this program not wanting to read but were avid readers who enjoyed it by the end of the year.

How many books the students own
This was not stated, however each student read an average of 91 books each. They were more concerned about the availability of books in the classroom.

Why students read
Students enjoyed book counts and celebrations because it gave them a goal to work toward. There were no book reports, instead students had book discussions at the end of a book or were just reading for enjoyment. Many said if they had to do book reports, they would not have read as much.
The motivation for reading a piece of literature
Book counts and celebrations and having discussions when a book was completed.
Reading likes/dislikes
Students wanted choices of books to read and thought a big classroom library full of choices was very important to their reading motivation.

Reading at homeFamily attitude toward reading
This was not mentioned, however students read 30 minutes per night at home.
Feeling about digital text and e-books
Was not included in the survey

The next chart was compiled from a survey given in 2002 by two middle school librarians in a large northeastern city in the United States. They gave the students a modified version of the Teen Read Week (TRW) survey which asks teens about their leisure reading habits. The article discussed the results from one of the schools. This was a small urban Middle School with a mostly low income African population (Hughes-Hassell & Lutz, 2006). There are two hundred and forty five students in grades 6 through 8 in this school. Two hundred fourteen students actually took the survey. Of these students, 44.4% were male, 53.7% were female, and 4% did not identify if they were male or female. Students ranged in age from ten to fifteen with the average age being 12 (Hughes-Hassell & Lutz, 2006). The librarians wanted to know about the student’s leisure reading preferences along with their reading habits and preferences. They took the TRW and changed it to fit their needs. It was five pages and contained twenty questions about student choices in reading. It also contained four open ended questions.
Through this survey, it was found that 73% of the students were reading in their leisure time, and that that is very close to the 82% of rural teens. The authors of this article believe that it is important for writers/publishers to write books that are of interest to urban teens because there is a large percentage of them who are reading during their leisure time. These teens proved there is a need for those types of books (Hughes-Hassell & Lutz, 2006). They also believe that the library needs to supply more periodicals for these urban students since that the type of reading that most of them enjoy. They also found out that school settings have a big influence on boys, so school librarians need to get reading materials and provide programs geared toward them.

Survey: Middle School – What Do You Want to Tell Us About Reading?

Reading Habits of Students:
24% read constantly, 49% read when they got a chance,
22% read only what they were assigned at school, and 6% did not read at all.

Attitude towards reading
When asked if they enjoyed reading 37% said yes, 58% said sometimes, 4 percent said no.

How many books the students own
It did not give numbers except for one student who said his family had over 600 books in their library.

Why students read
22.6 read for escape, 57% for fun, 42% to learn something, 19% for brain stimulation, 50% to relax, 25% to fill up time, 18% for motivation, 55% get attached to the characters I’m reading about, 42% it’s exciting

The motivation for reading a piece of literature
The motivation was varied. Some said they read because the teacher told them to, others stated that it was their favorite thing to do. There was a sustained silent reading block so students seemed to think that this block was “school reading”.

Reading likes/dislikes
Periodicals were the favorite leisure reading material for both boys and girls. Those who did not read gave the reasons that books were corny, not interesting, or too long.

Reading at homeFamily attitude toward reading
A significant number said they got books from their home libraries and 10% actually gave names of family members who gave them books to read from their own libraries. Eighty percent said their parents encouraged them to read.

Feeling about digital text and e-books
This was not included in the article.


The next survey is from Kids and Family Reading Report which was a national survey of 1002 individuals - 501 children ages five to seventeen years old and one parent or primary guardian per child. Interviews took place through mall-intercepts in 25 major cities across the country from January through February 2008. The survey was designed and analyzed by the staffs at Scholastic and Yankelovich. Quotas for gender and children’s age were established to ensure ample base sizes for analysis purposes.
This survey and study was called: “Kids Believe Technology Will Supplement—Not Replace—Book Reading, Printed Books Will Endure.” The study found that 75% of these kids aged five through seventeen agree with the statement, “No matter what I can do online, I’ll always want to read books printed on paper,” and 62% of kids surveyed say they prefer to read books printed on paper rather than on a computer or a handheld device. (The Kids & Family Reading Report, 2008). The report also concluded that children who go online to extend the reading experience – by going to book or author websites or connecting with other readers – are more likely to read books for fun every day. These students find out what others have to say about a particular book and then use this information to connect with other readers. One in four kids age five through seventeen said they read books for fun every day and more than half of kids said they read books for fun at least two to three times a week. The challenge is finding books that they can relate to. If the children can not find books they like, the study found they are far less likely to read for fun every day or a few times a week. The survey determined the following about trends in reading and technology:
• Kids overwhelming (89%) said “My favorite books are the ones I picked out myself.”• Sixty eight percent (68%) of kids said they love or like reading books for fun.• Half of all kids said there are not enough really good books for boys/girls their age.
• Both boys and girls (age 9-17) say that they prefer to read books rather than read on the Internet when they want to use their imagination (63% vs. 37%). • Boys are more likely to say the Internet is better than books when they want to read for fun (54% vs. 46%). Girls choose books (63% vs. 37%).
Further, parents have a role in children’s development in reading. Parents who read books for fun daily are six times more likely than low frequency reading parents to have kids who also read for fun.

Survey: Kids and Family Reading Report, 2008 - Elementary, Middle, and High School

Reading Habits of Students:
One in four kids age 5-17 say they read books for fun every day and more than half of kids say they read books for fun at least two to three times a week.

Attitude towards reading
Sixty-eight percent of kids say they love or like reading books for fun a lot (72% of girls/ 63% of boys).

How many books the students own
Not reported; however, they did have access to libraries and Internet sources.

Why students read
Sixty-eight percent of kids say they love or like reading books for fun a lot (72% of girls/ 63% of boys).

The motivation for reading a piece of literature
89% of students said their favorite books are the ones they picked out themselves.
Reading likes/dislikes
Half of all kids say there aren’t enough really good books for boys/girls their age.

Reading at home
More than 60% said that they use their imagination better by reading at home with a book
Family attitude toward reading
Parents who read books for fun daily are six times more likely than low frequency reading parents to have kids who also read for fun daily.

Feeling about digital text and e-books

Two out of three children be believe books will be only on computer or on another kind of electronic device. But they still enjoy reading books in their hands.

Next is a survey from Teen Read Week Survey by SmartGirl revealing that most teens like to read and often do so for pleasure: 43% of the teens read for the pleasure of it. While most teens enjoy reading most have a hard time finding time to read. Those who found reading boring preferred to watch television or movies. Outside of books most teens also read other material such as, newspapers, magazines, "webzines", cereal boxes, and other product packaging. Teens also enjoy reading magazines because they focus on issues targeted for their age group. Half of all the teens that responded to this survey considered themselves having an advanced reading level. 34% of girls and 28% of boys receive good grades in school and are in the top 25% of their class (Teen Week Read Survey, 1999). The most popular genre for teens is mystery, adventure, and horror. Boys are more likely to enjoy books on collecting, how-to-books, nonfiction books, science fiction and books on sports. Girls tend to like realistic fiction, romance novels, fantasy books, and mysteries. Most teens surveyed are required to read about subjects that they aren't interested in for school, but 85% also read about subjects that appeal to them (Teen Week Read Survey, 1999.)

Survey: SmartGirl: Teen Read Week Survey - Middle School

Reading Habits of Students:
50% of girls and 32% of boys read for the fun of it. 17% of girls and 22% of boys read because they have to for school.

Attitude towards reading
31% of girls and 18% of boys read for their own personal satisfaction. 49% of girls and 40% of boys don't have time for pleasure reading, but like to when they have the chance.

How many books the students own
Not included in the survey.

Why students read
85% of girls and 76% of boys read because it is assigned at school. Only 5% of girls and 12 % of boys don't read at all out side of school assignments.

The motivation for reading a piece of literature
Not included in the survey.

Reading likes/dislikes
59% of girls and 58% of boys read newspapers. 45% of girls and 37% of boys read websites. 55% of girls and 35% of boys read the school 55% of girls and 35% of boys read school papers or newsletters.

7% of girls and 47% of boys read magazines about video games.27% of girls and 42% of boys read comic books or graphic novels.

Reading at homeFamily attitude toward reading
27% of girls and boys read topics they are passionate about.75% of girls and 50% of boys read at home for pleasure.

Family attitudes were not included in the survey.
Feeling about digital text and e-books
Was not included in the survey


The following survey explores the home experiences and parent’s perspective on literacy in building connections between the home and school. This investigation examined the relationship between the attitudes of college students toward reading and the literary environment in which they were raised. Students in this survey who had a positive attitude towards reading reported having participated in experiences in the home that included both artifacts and reading events. This supports the argument that there is a correlation between owning and having access to books, newspapers, magazines, and library cards (Nickoli, 2004). This survey also supports the position that specific kinds of events contribute to positive attitudes toward reading. This includes events such as: visiting the library, attending story hours, having educated parents that show interest in what their child is reading and learning in school. These parents also restricted what was viewed on television and the amount of television watched (Nickoli, 2004). It was also determined that attitudes towards reading were acquired through direct and indirect experiences with reading. A positive attitude toward reading comes from families that support and value reading. Understanding how students were raised and the influence of reading in the home allows teachers to employ instructional strategies that build on positive attitudes and erase the negative attitudes.

Survey: Understanding the Relationship between Attitudes toward Reading and Home

Literary Environment

Reading Habits of Students:
Students that were exposed to books as a child had a positive attitude toward reading.
Attitude towards reading
Students who were read to as a child had a positive attitude toward reading.
How many books the students own

39% of students with a positive attitude towards reading own books. 11% of students with a negative attitude own books.

Why students read
43% of students with a positive attitude were read to as a child. 5.9% were sometimes read to. 12% with a negative attitude were not read to. 31% were sometimes read to.

The motivation for reading a piece of literature
41% of students with a positive attitude recommend books to family and friends. 38% of students with a negative do not.
41% of students with a positive attitude towards reading give their family and friends books as gifts.

Reading likes/dislikes
Was not included in this survey.

Reading at homeFamily attitude toward reading
42% of students with a positive attitude have a parent or guardian who takes an interest in what their child is reading.
26% of students with a positive attitude toward reading had a parent who restricted the amount of time allowed to watch TV.
48% of students with a positive attitude towards reading visited the public library as a child.
35% of students with a positive attitude towards reading own magazine subscriptions.

Feeling about digital text and e-books
Was not included in the survey


According to the U.S. Department of Education, research has shown that reading ability is positively correlated with the extent to which students read for recreation. The next survey researched the independent reading and writing habits of students between nine, thirteen, and seventeen years olds. It stated that between 1984 and 1994, a greater percentage of 9 year old students read for fun every day versus thirteen to seventeen year old students. The older students that did read for fun had higher average reading proficiency scores. The nine to thirteen year old children reported reading more stories at home and the seventeen year old students read more stories at school. Educators are increasing trying to get their students to read and write on their own outside of school. (Dept. of Education, 1996). This table shows the older a child becomes, the less interested he/she is in going to the library and reading books at home. The younger reader enjoys reading story books and reads almost every day.

Survey: U.S. Department of Education – National Center for Education Statistics (1984-1994)

Reading Habits of Students:
9 years old – every day 57.6% 1-2x a week 25.1%
13 years old – every day 31.9%
1-2x a week 32.4%
17 years old – every day 29.7%
1-2x a week 31.4%

Attitude towards reading
The greater number of 9 to 17 year old enjoyed reading for fun.

How many books the students own
Research listed library visits and own money spent on books:
9 years old– never took books out – 8.8%
-never spent own money on books – 41.6%
13 years old- never took books out – 13.3%
- never spent own money on books – 36.2%
17 years old – never took books out – 19.3%
- never spent own money on books – 19.3%

Why students read
Students like to read for fun. Reading for the subject of Math was less than 1%.

The motivation for reading a piece of literature
9 year olds – enjoy story books – 27.5%
13 year olds – enjoy story books – 32.2%
17 year olds – enjoy magazines – 38.9%
Reading likes/dislikes
9 – 13 year olds like story books.
17 year olds like magazines
Reading at home
9 – 13 year olds enjoy reading at home.
17 year olds do most reading at school.

Family attitude toward reading
Not reported on this survey.

Feeling about digital text and e-books

Not reported on this survey.

Concluding Summary of Surveys: The commonalities of the reported surveys show that younger children love to read story books and read them for fun and enjoyment. The elementary children read more often than middle and high school students. High school students read more magazines and do not tend to read books at home. Choice was important to all grade levels and the ability to find what interests them is critical. This is the cause that many students are saying they do not read. Parents play an important part in children's interest in reading. The International Reading Association's Commission on Adolescent Literacy asserts that all adolescents' efforts toward greater literacy deserve support-from home, communities, and the nation. (Moore, 1999). Teachers are very important role models for students. As noted in the survey taken after a fourth grade class took part in a reading program set up by their teacher, many of the students had no interest in reading when they first entered her classroom. The teacher found out what interests the students had, found out their motivation and reading habits and then began immersing her students in those types of books. Rewards and goals were also very important to these students. They felt if they had a goal to work toward, it made reading more fun. When the students took the reading survey in fifth grade the teacher found that she had turned a classroom of nonreaders into students who read constantly. Again, it took the support of the teacher and parents to instill the love of reading into these students. Future trends in reading education are leaning towards technology. One survey noted that two out of three children believed that within the next 10 years, most books which are read for fun will be read digitally – either on a computer or on another kind of electronic device. However, children still prefer reading books when they want to use their imagination. Finally, what is important to note is that children love to pick out books themselves, they read for fun, parents are a major influence in reading trends, and technology holds the key to the future of children and adult's daily reading habits.




References
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